WhatsApp Audio and Video Chat-Based in Stimulating Students’ Self-Confidence and Motivation to Speak English

Maulina,; Noni, Nurdin; Basri, Muhammad

doi:10.35542/osf.io/ztwbh

Cited by 9 publications

(15 citation statements)

References 9 publications

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“…By developing materials based on a need analysis, it is expected that it will be possible to actively engage the students to communicatively perform oral communication in English in their day to day interactions both on campus and in society more generally. This frequent practice in authentic contexts has the potential to promote students' independent learning, motivation, and enhance their speaking skills (Maulina, Noni, Basri, 2019). The findings of this analysis, the proposed speaking module called WhatsApp-Based speaking module (WABSIM) is developed and evaluated.…”

Section: Introductionmentioning

confidence: 99%

Constructing WhatsApp-based Speaking Instructional Material (WABSIM) for EFL Teaching and Learning: A Need Analysis

Maulina¹,

Geelan²,

Basri³

et al. 2021

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Today’s English teaching and learning speaking in the digital era at the university level is full of challenges but promotes many possibilities. WhatsApp, the most popular social media used for communication, can be interactively utilized to study speaking about daily conversations in a flexible way anytime and anywhere to solve students’ speaking problems as well as one of the teaching and learning media in the disruptive era. This research was trying to develop WhatsApp-based speaking instructional material (WABSIM) for the Basic Speaking subject to help students speaking English effortlessly and fast about daily topics. This research was the first step of Research and Development (R&D) of the ADDIE model i.e., to analyze students’ needs to learn Basic Speaking through WhatsApp instructions. The research took place at the English Education Study Program of one private university in South East Sulawesi, Indonesia. Sixty-eight (68) students participated in giving information regarding to the students’ needs through an online survey in the Google Form. It revealed that students wanted to learn the Basic Speaking materials integrated with mobile technology in the form of social media of WhatsApp to make the learning is fast, enjoyable, fun, more communicative, more collaborative, and help them learning anytime anywhere, in and outside the classroom more independently. Also, students need real-life topics, authentic, interactive, and presenting domestic and international viewpoints in the WABSIM. Besides, the developed speaking materials should cover the audio and visual materials to cover students’ learning styles varieties, and the materials should include the speaking components such as vocabulary, grammar, pronunciation, fluency, comprehension, and task. Data resulting from the needs analysis informed the researchers of crucial issues to consider in developing WABSIM for the design, development, implementation, and evaluation in the next phase of this project. Further, students’ preferences and learning goals can be integrated with perspectives from the mobile learning literature and the affordances of WhatsApp to facilitate communication, collaboration and interaction in ways that have the potential to accelerate English language learning on the part of university students. There would be value in conducting similar needs analyses for other mobile learning instructional material development processes internationally, both for comparison with the Indonesian results here and in order to inform those development processes.

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Section: Introductionmentioning

confidence: 99%

Constructing WhatsApp-based Speaking Instructional Material (WABSIM) for EFL Teaching and Learning: A Need Analysis

Maulina¹,

Geelan²,

Basri³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

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“…For instance, in socializing issues, many platforms can be used to instantly gain information from society, known as social media. Social media platforms enable people to stay flexible to communicate, connect, and interact in this digital era (Maulina et al, 2019;Maulina et al, 2020;Maulina et al, 2021;Saputra et al, 2021). Instagram originally is one of the social media that allows users to share, upload, and search amount of photos and short videos.…”

Section: Introductionmentioning

confidence: 99%

Instagram Usage in Learning English: A Literature Review

Rasyiid

Maulina

Resueňo

et al. 2021

TELL

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“…Additionally, previous studies investigating students' and teachers' perceptions of the implementation of mobile technology in English language learning revealed that both groups have favourable perceptions and attitudes towards the use of MALL in teaching and learning English [29], [41], [42], [43], [44], [45]. Several studies concurred that the incorporation of MALL promotes constructive English language learning experiences in several areas of language skills relative to the conventional teaching and learning practices, such as vocabulary learning [46], reading skills [30], [47], writing skills [28], [43], speaking skills [48], [49], and listening skills [50], [51]. In addition, several studies also reported the positive effects of mobile technology on students' autonomy [24], [52] and motivation in learning English [53], [54].…”

Section: 1mentioning

confidence: 99%

A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia

Mustaffa

Sailin

2022

Int. J. Interact. Mob. Technol.

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Mobile technology integration in Malaysia’s English language education has a bright future, owing to the many advantages offered by mobile devices. However, there are inadequate studies that systematically review existing work in Malaysia to uncover gaps in the use of mobile technologies for English teaching and learning. Thus, a systematic review was conducted to offer an up-to-date synthesis of Mobile-Assisted Language Learning (MALL) integration in Malaysia from January 2019 to January 2021. The review followed the PRISMA Statement's guidelines which resulted in the identification of eleven articles that met all the inclusion criteria. Following that, the eleven articles were analysed and synthesised quantitatively and qualitatively using seven codes derived from two earlier systematic reviews of the literature. The codes were: (1) research objectives, (2) research methodologies, (3) educational level, (4) learning context, (5) device types, (6) theories, and (7) research outcomes. The systematic review discovered several significant findings, including the fact that the majority of the studies examined the effect of MALL integration on students' English acquisition and performance, and that MALL was more prevalent in Malaysian higher education institutions than other levels of education, with the lowest prevalence in primary schools. In light of this information, recommendations for future research were proposed. Malaysian academics are encouraged to broaden the scope of their future research and engage students from all levels of education in future MALL practices in order to better understand MALL's usability in English language instruction in Malaysia.

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WhatsApp Audio and Video Chat-Based in Stimulating Students’ Self-Confidence and Motivation to Speak English

Cited by 9 publications

References 9 publications

Constructing WhatsApp-based Speaking Instructional Material (WABSIM) for EFL Teaching and Learning: A Need Analysis

Constructing WhatsApp-based Speaking Instructional Material (WABSIM) for EFL Teaching and Learning: A Need Analysis

Instagram Usage in Learning English: A Literature Review

A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia

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